Table of Contents

List of Figures and Tables
Foreword by Sir Michael Barber
Preface
Acknowledgments
About the Authors
1. From Information Glut to Well-Known FACES
2. The Power of Putting FACES on the Data
3. Making It Work in Practice -- Assessment
4. Making It Work in Practice -- Instruction
5. Leadership -- Individualizing for Improvement
6. Ownership -- Of All the FACES
Epilogue
Glossary of Terms
Appendix A. Matrix of Scaffolded Learning Using the Gradual-Release-of-Responsibility Model
Appendix B. Data Collection Placemat for Research
Appendix C. Case Management Template
Appendix D.The Teaching-Learning Cycle
Appendix E. Weekly Literacy Block Planner
Appendix F. Task-Oriented Question Construction Wheel Based on Bloom′s Taxonomy
Appendix G. Cross-Curricular Literacy Indicators of Success
Appendix H. Guiding Questions for Collaborative Team Book Study
References
Index

About the Author

Lyn Sharratt is a practitioner and researcher working in remote and urban settings worldwide. Lyn is an Adjunct Professor at the Ontario Institute for Studies in Education, University of Toronto, Canada; a Fellow at University of Melbourne, Australia; an author consultant for Corwin Press; an advisor for International School Leadership with the Ontario Principals’ Council; and consults internationally, working with system, school, and teacher leaders at all levels in Australia, Canada, Chile, New Zealand, the Netherlands, Norway, the United Kingdom, and the United States. Lyn focuses her time and effort on increasing each student’s growth and achievement by working alongside leaders and teachers to put FACES on their data, taking intentional action to make equity and excellence a reality for ALL students.

Visit www.lynsharratt.com for articles, video clips, podcasts; on Twitter: @LynSharratt; on Instagram: lyn_sharratt; and on LinkedIn where Lyn owns the “Educational Leadership” LinkedIn group made up of 99,000+ members.

Lyn’s authorship includes: Realization: The Change Imperative for Deepening District-Wide Reform (with Michael Fullan); Putting FACES on the Data: What Great Leaders Do! (With Michael Fullan); Good to Great to Innovate: Recalculating the Route, K-12+ (with Gale Harild); Leading Collaborative Learning: Excellence (with Beate Planche); CLARITY: What Matters MOST in Learning, Teaching and Leading (International Best-Selling Education Book in 2020); and Putting FACES on the Data – the 10th Anniversary Edition (with Michael Fullan).

Lyn is proud of the recent co-development of the CLARITY Learning Suite (CLS) - a web-based collaborative Professional Learning opportunity that mirrors CLARITY. Lyn and her team believe that ‘everyone’s a leader’, thus CLS provides guidance to Learning Leaders on how to do this work of system and school improvement – together – to make a difference for all students. Visit www.claritylearningsuite.com.

Michael Fullan served as Premier Dalton McGuinty’s Special Policy Adviser in Ontario from 2003-2013. He received the Order of Canada (OC) in December 2012 and holds five honorary doctorates from universities around the world. His ‘interim autobiography’, Surreal Change, covers his work to 2018. Michael and his colleagues are now working diligently on field-based comprehensive system change in several countries. This work operates under the umbrella of what they call the ‘shared humanity paradigm’ —Equity, Engagement, Excellence--Deep change that integrates local (school and community), middle (district/regional), and state (policy) entities.

Fullan’s favorite method of learning is to partner with groups that are engaged with change; and to learn together with them. (And then to write another book about the experiences, and what was learned).

Michael Fullan’s latest books are:  Nuance (2019), Spirit Work and the Science of Collaboration (with Mark Edwards, 2022), The Principal 2.0 (2023), and The Drivers (with Joanne Quinn, 2023).

For more information on books, articles, videos, podcasts please go to: www.michaelfullan.ca

Reviews

"Too often the debate about education sets up a false dichotomy between rigorous use of data on the one hand and teachers′ professionalism on the other. This book demonstrates triumphantly that when the two go together, students benefit."
*Sir Michael Barber*

"This is a very good book and the Canadian educationalists should be congratulated on producing a high quality piece of work. In general terms it is well laid out and well-presented, making it easy for the reader to access."
*Brent Davies, Professor*

"This book is recommened as a professional development tool for anyone interested in using data to improve school achievement. It would be particularly useful as a study guide for teachers and schools focused on learning how to use data effectively to support their work with children in their own classrooms."
*Melanie Tait*

"The book sets out to integrate two aspects of school improvement that most think are mutually exclusive: data to improve schools and systems and data to improve the individual child′s learning experience. It is a remarkable book as it achieves this challenging task. A great read."
*Brent Davies, Professor Emeritus the University of Hull*